Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 10 no. 6 (2023)

Reading Gaps of Grade-3 Learners in The Public Elementary Schools

Karl Julius Duzon | Jeger P. Paragas

Discipline: Education

 

Abstract:

The study used qualitative research method to gather non-numerical data about ideas, or experiences related to a reading gap of Grade-3 learners in the public elementary schools. Data was collected through individual interviews. The participants were public grade 3 elementary teachers, learners and parents from different schools in Cluster VIII of the Schools Division Office of Urdaneta City. The study presents the results of the Functional Literacy Assessment Tool (FLAT) report for Grade 3 learners in three elementary schools during the first quarter of School Year 2022-2023. The data suggests that learners need to focus on improving their performance in the Below Letter Level and Local Material Level + Comprehension categories, which are crucial for developing foundational reading skills. Regular assessments of students' literacy levels can help identify areas of strengths and weaknesses and provide an opportunity to develop effective interventions that can help students overcome reading difficulties and achieve better academic outcomes. Various factors contribute to reading gaps, including lack of familiarity with letters and words, shyness, and slow reading. Parental involvement in promoting reading proficiency is crucial. The study proposes a program of activities in reading that aims to develop effective reading strategies, foster positive attitudes towards reading, and encourage family engagement in reading and learning. The study emphasizes the need for targeted interventions and collaboration among teachers, learners, parents, and peers to improve reading skills.



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